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Advisor(s)
Abstract(s)
O meu estudo incidiu sobre a temática do autismo e a comprovação da existência
de um modelo de intervenção educativa.
O «ponto de partida» é uma abordagem genérica e ampla da política de inclusão
que se tem vindo a construir na sociedade. Tanto ao nível de organizações e entidades
internacionais, como nacionais.
Com efeito, ao longo dos anos tem vindo a ser percorrido um caminho que
acautela e salvaguarda direitos de pessoas com deficiência em ordem à garantia de
uma vida com a dignidade que a sua condição humana exige numa sociedade que se
diz evoluída.
São muitos e importantes os instrumentos legais existentes que pretendem
assegurar esses direitos. Mas a par deles, é igualmente importante a forma como a
sociedade aceita, acolhe e vive com as pessoas com deficiência.
Neste contexto, este trabalho foca o caso de um menino autista, com síndrome de
Asperger.
Y, como o identificamos, é um menino com quem tive e continuo a ter a
oportunidade de trabalhar. Essa experiência tem sido de descoberta e aprendizagem
contínuas.
Ao conhecer o «mundo de Y», descubro, muitas vezes, a simplicidade e a beleza
da vida nas palavras e atitudes de uma criança, ainda que com necessidades educativas
especiais. Uma criança que um dia será adulta e que precisa de ajuda em ordem à sua
inclusão tão plena quanto possível. É gratificante acompanhar os progressos de Y e
saber como está integrada na sua escola, aceite pelos pares e muito apoiado pela
família.
No resultado desta experiência, fica a certeza da importância de se aprofundar
cada vez mais um sistema de ensino público capaz de corresponder às necessidades
das pessoas com deficiência e, consequentemente, das suas famílias.
My study focused on the autism thematic and on the verification of the existence of an educational intervention model. The «starting point» is a generic and broad approach of the inclusion polity that has been built within the society. Both at the level of organizations and international entities and national ones. In fact, over the years, a path has been made to prevent and safeguard the rights of persons with disabilities, in order to guarantee a life with the dignity that their human conditions demands in a society that claims to be evolved. There are many and important legal instruments that seek and exist to ensure these rights. But along with them is equally important the way that the society accepts, welcomes and lives with people with disabilities. In this context, this work focuses on that case of an autistic boy, with Asperger syndrome. Y, as we identify him, is a boy with who I had and continue to be having the opportunity to work with. This experience has been of continuous discovery and learning. By knowing «Y world», I discover, many times, the simplicity and beauty of life in the words and attitudes of a child, even with the special educational needs. A child that, one day, will be grown up and who needs help in order to make his inclusion as full as possible. It’s gratifying to see Y progresso and know that he is integrated in the school, accepted by the parents e very supported by his family. As a result of this experience, remains the confidence of the importance to deepen increasingly a system of public teaching that i sable to correspond to the needs of the people with disablities, and, consequently, of their families.
My study focused on the autism thematic and on the verification of the existence of an educational intervention model. The «starting point» is a generic and broad approach of the inclusion polity that has been built within the society. Both at the level of organizations and international entities and national ones. In fact, over the years, a path has been made to prevent and safeguard the rights of persons with disabilities, in order to guarantee a life with the dignity that their human conditions demands in a society that claims to be evolved. There are many and important legal instruments that seek and exist to ensure these rights. But along with them is equally important the way that the society accepts, welcomes and lives with people with disabilities. In this context, this work focuses on that case of an autistic boy, with Asperger syndrome. Y, as we identify him, is a boy with who I had and continue to be having the opportunity to work with. This experience has been of continuous discovery and learning. By knowing «Y world», I discover, many times, the simplicity and beauty of life in the words and attitudes of a child, even with the special educational needs. A child that, one day, will be grown up and who needs help in order to make his inclusion as full as possible. It’s gratifying to see Y progresso and know that he is integrated in the school, accepted by the parents e very supported by his family. As a result of this experience, remains the confidence of the importance to deepen increasingly a system of public teaching that i sable to correspond to the needs of the people with disablities, and, consequently, of their families.
Description
Keywords
Autismo (Síndrome de Asperger) Escola Família Inclusão Necessidades educativas especiais Autism (Asperger's Syndrome) School Family Inclusion Special educational need